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                             188 gevonden resultaten
nr titel auteur tijdschrift jaar jaarg. afl. pagina('s) type
1 Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals Zhang, Lili
 2011
 1 p. 77-94
18 p.
 artikel
2 Achievement after failure: The role of achievement goals and negative self-related thoughts Dickhäuser, Claudia
 2011
 1 p. 152-162
11 p.
 artikel
3 Achievement motivation in high school: Contrasting theoretical models in the classroom Garcia-Celay, I.Montero
 1992
 1 p. 43-57
15 p.
 artikel
4 A framework of mathematics inductive reasoning Christou, Constantinos
 2007
 1 p. 55-66
12 p.
 artikel
5 Aids to computer-based multimedia learning Mayer, Richard E.
 2002
 1 p. 107-119
13 p.
 artikel
6 An approximation to the study of backtracking in L2 writing Manchón, Rosa Marı́a
 2000
 1 p. 13-35
23 p.
 artikel
7 Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read Chera, Pav
 2003
 1 p. 33-52
20 p.
 artikel
8 Announcement 2006
 1 p. v-
1 p.
 artikel
9 Assimilating complex information Pollock, E
 2002
 1 p. 61-86
26 p.
 artikel
10 Avoider and engager approaches by out-of-class groups: the group equivalent to individual learning approaches Yan, Louisa
 2004
 1 p. 27-49
23 p.
 artikel
11 Building models of adult second-language writing instruction Cumming, Alister
 2000
 1 p. 55-71
17 p.
 artikel
12 Capturing and modeling the process of conceptual change Vosniadou, Stella
 1994
 1 p. 45-69
25 p.
 artikel
13 Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education Stark, Robin
 2011
 1 p. 22-33
12 p.
 artikel
14 Children's behaviour and cognitions across different balance tasks Messer, David J.
 2008
 1 p. 42-53
12 p.
 artikel
15 Children's informal knowledge of physical angle situations Mitchelmore, Michael C.
 1997
 1 p. 1-19
19 p.
 artikel
16 Children's understanding of graphic representations of quantitative data Gerber, Rod
 1995
 1 p. 77-100
24 p.
 artikel
17 Children's understanding of the commutative law of addition Bermejo, Vicente
 1993
 1 p. 55-72
18 p.
 artikel
18 Cognitive load effects in a primary-school geometry task Bobis, Janette
 1993
 1 p. 1-21
21 p.
 artikel
19 Cognitive load theory and aging: effects of worked examples on training efficiency Van Gerven, P.W.M
 2002
 1 p. 87-105
19 p.
 artikel
20 Cognitive load theory: implications of cognitive load theory on the design of learning Kirschner, Paul A.
 2002
 1 p. 1-10
10 p.
 artikel
21 Cognitive load: updating the theory? Valcke, Martin
 2002
 1 p. 147-154
8 p.
 artikel
22 Cognitive processes and strategies employed by children to learn spatial representations Pillay, Hitendra
 1998
 1 p. 1-18
18 p.
 artikel
23 Collaboration on the basis of complementary domain knowledge: observed dialogue structures and their relation to learning success Kneser, Cornelia
 2001
 1 p. 53-83
31 p.
 artikel
24 Collaborative learning tasks and the elaboration of conceptual knowledge [Learning and Instruction 10 (2000) 311–330] van Boxtel, Carla
 2001
 1 p. 85-
1 p.
 artikel
25 Complexity and lexicality effects on the acquisition of Spanish spelling Defior, Sylvia
 2009
 1 p. 55-65
11 p.
 artikel
26 Computer art graphics integration of art and science Ursyn, Anna
 1997
 1 p. 65-86
22 p.
 artikel
27 Conceptions of and approaches to learning through online peer assessment Yang, Yu-Fang
 2010
 1 p. 72-83
12 p.
 artikel
28 Conceptual and conceptional change White, Richard T.
 1994
 1 p. 117-121
5 p.
 artikel
29 Conceptual change or multiple representations? Spada, Hans
 1994
 1 p. 113-116
4 p.
 artikel
30 Conditions and effects of example elaboration Stark, Robin
 2002
 1 p. 39-60
22 p.
 artikel
31 Constructing activity: participation by adults and children Ireson, Judith
 1998
 1 p. 19-36
18 p.
 artikel
32 Contents: Volume 17 2008
 1 p. vii-ix
nvt p.
 artikel
33 Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes Shachar, Hanna
 2004
 1 p. 69-87
19 p.
 artikel
34 Cooperative learning and the appropriation of procedural knowledge by primary school children Rojas-Drummond, Sylvia
 1998
 1 p. 37-61
25 p.
 artikel
35 Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes Hänze, Martin
 2007
 1 p. 29-41
13 p.
 artikel
36 Creative thinking instruction for aboriginal children Ritchie, Stephen M.
 1996
 1 p. 59-75
17 p.
 artikel
37 Deriving word meaning from written context: a process analysis Fukkink, R.G.
 2005
 1 p. 23-43
21 p.
 artikel
38 Designing for user cognition and affect in software instructions Hans van der Meij,
 2008
 1 p. 18-29
12 p.
 artikel
39 Detecting functional relations in a computerized discovery environment Reimann, Peter
 1991
 1 p. 45-65
21 p.
 artikel
40 Developing children's conceptual understanding of area measurement: A curriculum and teaching experiment Huang, Hsin-Mei E.
 2011
 1 p. 1-13
13 p.
 artikel
41 Developmental patterns and individual differences in the word-search strategies of beginning readers Rieben, Laurence
 1991
 1 p. 67-87
21 p.
 artikel
42 Developmental relationships in the acquisition of English syntax: writing vs. speech Weissberg, Bob
 2000
 1 p. 37-53
17 p.
 artikel
43 Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong Marton, Ference
 1997
 1 p. 21-48
28 p.
 artikel
44 Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task? Watson, Gareth
 2010
 1 p. 84-93
10 p.
 artikel
45 Do we need to train teachers how to administer praise? self-worth theory says we do Thompson, Ted
 1997
 1 p. 49-63
15 p.
 artikel
46 Editorial Efklides, Anastasia
 2010
 1 p. 1-
1 p.
 artikel
47 Editorial Efklides, Anastasia
 2008
 1 p. 1-2
2 p.
 artikel
48 Editorial Schnotz, Wolfgang
 2004
 1 p. 1-2
2 p.
 artikel
49 Editorial 1991
 1 p. i-ii
nvt p.
 artikel
50 Editorial Säljö, Roger
 1994
 1 p. 1-2
2 p.
 artikel
51 Editorial Board 2003
 1 p. IFC-
1 p.
 artikel
52 Editorial Board 2004
 1 p. IFC-
1 p.
 artikel
53 Editorial Board 1998
 1 p. IFC-
1 p.
 artikel
54 Editorial Board 1997
 1 p. IFC-
1 p.
 artikel
55 Editorial Board 1992
 1 p. IFC-
1 p.
 artikel
56 Editorial Board 1991
 1 p. IFC-
1 p.
 artikel
57 Editorial Board 1994
 1 p. IFC-
1 p.
 artikel
58 Editorial Board 1995
 1 p. IFC-
1 p.
 artikel
59 Editorial Board 1993
 1 p. IFC-
1 p.
 artikel
60 Editorial board/Publication information 2008
 1 p. IFC-
1 p.
 artikel
61 Editorial board/Publication information 2007
 1 p. IFC-
1 p.
 artikel
62 Editorial board/Publication information 2010
 1 p. IFC-
1 p.
 artikel
63 Editorial board/Publication information 2006
 1 p. CO2-
1 p.
 artikel
64 Editorial board/Publication information 2009
 1 p. IFC-
1 p.
 artikel
65 Editorial board/Publication information 2011
 1 p. IFC-
1 p.
 artikel
66 Editorial board/Publication information 2012
 1 p. IFC-
1 p.
 artikel
67 Effectiveness of holistic mental model confrontation in driving conceptual change Gadgil, Soniya
 2012
 1 p. 47-61
15 p.
 artikel
68 Effects of class size and adaptive teaching competency on classroom processes and academic outcome Brühwiler, Christian
 2011
 1 p. 95-108
14 p.
 artikel
69 Effects of dialogic learning on value-loaded critical thinking Frijters, Stan
 2008
 1 p. 66-82
17 p.
 artikel
70 Effects of explicit rules in learning to spell open- and closed-syllable words Hilte, Maartje
 2011
 1 p. 34-45
12 p.
 artikel
71 Efficiency and flexibility of indirect addition in the domain of multi-digit subtraction Torbeyns, Joke
 2009
 1 p. 1-12
12 p.
 artikel
72 Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning Mason, Lucia
 2011
 1 p. 137-151
15 p.
 artikel
73 Erratum 1998
 1 p. vii-
1 p.
 artikel
74 Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics Birenbaum, Menucha
 2006
 1 p. 26-40
15 p.
 artikel
75 Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics Franco, Gina M.
 2012
 1 p. 62-77
16 p.
 artikel
76 Experiences of understanding in revising for degree examinations Entwistle, Abigail
 1992
 1 p. 1-22
22 p.
 artikel
77 External representation of argumentation in CSCL and the management of cognitive load van Bruggen, J.M
 2002
 1 p. 121-138
18 p.
 artikel
78 Facilitating conceptual change in astronomy: a comparison of the effectiveness of two instructional approaches Diakidoy, Irene-Anna N
 2001
 1 p. 1-20
20 p.
 artikel
79 Failure–avoidance: parenting, the achievement environment of the home and strategies for reduction Thompson, Ted
 2004
 1 p. 3-26
24 p.
 artikel
80 Force and motion from the beginning Bliss, Joan
 1994
 1 p. 7-25
19 p.
 artikel
81 From things to processes: A theory of conceptual change for learning science concepts Chi, Michelene T.H.
 1994
 1 p. 27-43
17 p.
 artikel
82 Functions, use and effects of embedded support devices in printed distance learning materials Martens, Rob
 1996
 1 p. 77-93
17 p.
 artikel
83 Gender differences in structure, means and variances of hierarchically ordered ability dimensions Rosén, Monica
 1995
 1 p. 37-62
26 p.
 artikel
84 Gender, language and CMC for education Yates, S.J
 2001
 1 p. 21-34
14 p.
 artikel
85 Gender-related effects of contemporary math instruction for low performers on problem-solving behavior Timmermans, Rudolf E.
 2007
 1 p. 42-54
13 p.
 artikel
86 How do we learn in a negative mood? Effects of a negative mood on transfer and learning Brand, Serge
 2007
 1 p. 1-16
16 p.
 artikel
87 IFC - Editorial Board 2005
 1 p. CO2-
1 p.
 artikel
88 Impact of question-answering tasks on search processes and reading comprehension Cerdán, Raquel
 2009
 1 p. 13-27
15 p.
 artikel
89 Improving text comprehension strategies in reading and listening settings Brand-Gruwel, S.
 1998
 1 p. 63-81
19 p.
 artikel
90 Improving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity Kutnick, Peter
 2008
 1 p. 83-95
13 p.
 artikel
91 Index 2001
 1 p. VII-X
nvt p.
 artikel
92 Individual values, motivational conflicts, and learning for school Hofer, Manfred
 2007
 1 p. 17-28
12 p.
 artikel
93 Individual ways of interacting with the learning environment — are they related to study success? Lindblom-Ylänne, Sari
 1998
 1 p. 1-18
18 p.
 artikel
94 Introduction Vosniadou, Stella
 1994
 1 p. 3-6
4 p.
 artikel
95 Investigating pupils' ideas of learning Berry, John
 1996
 1 p. 19-36
18 p.
 artikel
96 Investigating the relationship between transactive memory and performance in collaborative learning Michinov, Nicolas
 2009
 1 p. 43-54
12 p.
 artikel
97 Is my understanding yours? A study of higher education students' reading for understanding and the effects of different texts Hallam, Susan
 1998
 1 p. 83-95
13 p.
 artikel
98 JLI Subject Index Volume 15 2005 2006
 1 p. xii-xviii
nvt p.
 artikel
99 L1-assisted reciprocal teaching to improve ESL students’ comprehension of English expository text Fung, Irene Y.Y
 2003
 1 p. 1-31
31 p.
 artikel
100 Learning and instruction 1995
 1 p. iii-
1 p.
 artikel
101 Learning and Instruction Index, Volume 13 (2003) 2005
 1 p. xiii-xvii
nvt p.
 artikel
102 Learning basic addition facts from choosing between alternative answers van Galen, Mirte S.
 2010
 1 p. 47-60
14 p.
 artikel
103 Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results Renkl, Alexander
 1995
 1 p. 21-36
16 p.
 artikel
104 Learning to prove in geometry: Learning from heuristic examples and how it can be supported Hilbert, Tatjana S.
 2008
 1 p. 54-65
12 p.
 artikel
105 Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils? Lüftenegger, Marko
 2012
 1 p. 27-36
10 p.
 artikel
106 List of articles 2004
 1 p. iv-vi
nvt p.
 artikel
107 List of articles in Volume 12 2003
 1 p. iii-v
nvt p.
 artikel
108 List of articles in volume 7 (1997) 1998
 1 p. v-
1 p.
 artikel
109 List of articles in volume 3 (1993) 1994
 1 p. vii-viii
nvt p.
 artikel
110 List of articles in volume 4 (1994) 1995
 1 p. v-vi
nvt p.
 artikel
111 List of articles in volume 5 (1995) 1996
 1 p. v-vi
nvt p.
 artikel
112 List of reviewers 1996/1997 1998
 1 p. iii-
1 p.
 artikel
113 List of Reviewers 2007 2008
 1 p. v-
1 p.
 artikel
114 List of reviewers 2005 2006
 1 p. vi-ix
nvt p.
 artikel
115 List of reviewers 1995/1996 1997
 1 p. iii-
1 p.
 artikel
116 List of reviewers for 1993 1994
 1 p. v-
1 p.
 artikel
117 List of reviewers from November 2002 to November 2003 2005
 1 p. v-viii
nvt p.
 artikel
118 List of Reviewers of Volume 19 2010
 1 p. iv-v
nvt p.
 artikel
119 List of Reviewers of Volume 18 2009
 1 p. v-vii
nvt p.
 artikel
120 List of Reviewers of Volume 20 2011
 1 p. iv-v
nvt p.
 artikel
121 List of Reviewers of Volume 21 2012
 1 p. iv-vii
nvt p.
 artikel
122 L2 writing: a commentary Leki, Ilona
 2000
 1 p. 101-105
5 p.
 artikel
123 L2 writing: subprocesses, a model of formulating and empirical findings Zimmermann, Rüdiger
 2000
 1 p. 73-99
27 p.
 artikel
124 Managing cognitive load—recent trends in cognitive load theory Bannert, Maria
 2002
 1 p. 139-146
8 p.
 artikel
125 Manual training of mental rotation in children Wiedenbauer, Gunnar
 2008
 1 p. 30-41
12 p.
 artikel
126 Mapping situations in classroom and research: eight types of instructional-learning episodes Elshout-Mohr, Marianne
 1998
 1 p. 57-75
19 p.
 artikel
127 Memory characteristics and modality in multimedia learning: An aptitude–treatment–interaction study Seufert, Tina
 2009
 1 p. 28-42
15 p.
 artikel
128 Mental arithmetic and strategy use with indirect number problems up to one hundred Beishuizen, M.
 1997
 1 p. 87-106
20 p.
 artikel
129 Metacognitive macroevaluations in mathematical problem solving Desoete, Annemie
 2006
 1 p. 12-25
14 p.
 artikel
130 Modeling as a basis for analyzing teaching-learning situations Tiberghien, Andreé
 1994
 1 p. 71-87
17 p.
 artikel
131 Navigational spatial displays: The role of metacognition as cognitive load Scott, Brianna M.
 2007
 1 p. 89-105
17 p.
 artikel
132 No correlation between inferencing causal relations and text comprehension? Beishuizen, Jos
 1998
 1 p. 37-56
20 p.
 artikel
133 Patterns of contingent teaching in teacher–student interaction Pol, Janneke van de
 2011
 1 p. 46-57
12 p.
 artikel
134 Phonemic awareness in Dutch kindergartners: Effects of task, phoneme position, and phoneme class de Graaff, Saskia
 2011
 1 p. 163-173
11 p.
 artikel
135 Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1 Silinskas, Gintautas
 2010
 1 p. 61-71
11 p.
 artikel
136 Providing or designing? Constructing models in primary maths education van Dijk, I.M.A.W
 2003
 1 p. 53-72
20 p.
 artikel
137 Rapid cognitive assessment of learners' knowledge structures Kalyuga, Slava
 2006
 1 p. 1-11
11 p.
 artikel
138 Redirecting learners' attention during training: effects on cognitive load, transfer test performance and training efficiency van Merriënboer, J.J.G
 2002
 1 p. 11-37
27 p.
 artikel
139 Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations Diao, Yali
 2007
 1 p. 78-88
11 p.
 artikel
140 Reflections on reflection Von Wright, Johan
 1992
 1 p. 59-68
10 p.
 artikel
141 Re-framing the problem of conceptual change Caravita, Silvia
 1994
 1 p. 89-111
23 p.
 artikel
142 Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries Chiu, Ming Ming
 2010
 1 p. 2-17
16 p.
 artikel
143 Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies Leopold, Claudia
 2012
 1 p. 16-26
11 p.
 artikel
144 Secondary teachers' conceptions of teaching and learning Boulton-Lewis, G.M.
 2001
 1 p. 35-51
17 p.
 artikel
145 Second language acquisition and writing: Archibald, Alasdair
 2000
 1 p. 1-11
11 p.
 artikel
146 Second language writing: a few remarks on psycholinguistic and instructional issues Wolff, Dieter
 2000
 1 p. 107-112
6 p.
 artikel
147 Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science Hannover, Bettina
 2004
 1 p. 51-67
17 p.
 artikel
148 Situational interest and academic achievement in the active-learning classroom Rotgans, Jerome I.
 2011
 1 p. 58-67
10 p.
 artikel
149 Social comparison and knowledge construction Chambres, Patrick
 1993
 1 p. 23-38
16 p.
 artikel
150 Socio-cultural differences and the adjustment of mothers' speech to their children's cognitive and language comprehension skills Fidalgo, Zilda
 2005
 1 p. 1-21
21 p.
 artikel
151 Solving graphics tasks: Gender differences in middle-school students Lowrie, Tom
 2011
 1 p. 109-125
17 p.
 artikel
152 Some good texts are always better: text revision to foster inferences of readers with high and low prior background knowledge Gilabert, Ramiro
 2005
 1 p. 45-68
24 p.
 artikel
153 Strategy choice and strategy discovery Siegler, Robert S.
 1991
 1 p. 89-102
14 p.
 artikel
154 Students’ conceptions of knowledge, information, and truth Alexander, Patricia A.
 2012
 1 p. 1-15
15 p.
 artikel
155 Subject index 2005
 1 p. xxiii-xxxii
nvt p.
 artikel
156 Subject index: Volume 17 2008
 1 p. x-xv
nvt p.
 artikel
157 Subject index : Volume 16 2007
 1 p. 106-110
5 p.
 artikel
158 Subjective competence, appraisals and self-assessment Boekaerts, Monique
 1991
 1 p. 1-17
17 p.
 artikel
159 Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin Parent–Child Reading Program McElvany, Nele
 2009
 1 p. 79-95
17 p.
 artikel
160 Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout Retelsdorf, Jan
 2010
 1 p. 30-46
17 p.
 artikel
161 Teaching inductive reasoning: some theory and three experimental studies Klauer, Karl Josef
 1996
 1 p. 37-57
21 p.
 artikel
162 Teaching patterns and learning quality in Swiss and German mathematics lessons Hugener, Isabelle
 2009
 1 p. 66-78
13 p.
 artikel
163 Test administrator's gender affects female and male students' self-estimated verbal general knowledge Ortner, Tuulia M.
 2011
 1 p. 14-21
8 p.
 artikel
164 Text remembering as a social process: the role of teacher-student interaction in the acquisition of structure strategy de la Mata Benitez, M.L
 2003
 1 p. 93-115
23 p.
 artikel
165 The academic self-schema: An experimental illustration Martinot, Delphine
 1995
 1 p. 63-76
14 p.
 artikel
166 The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education Minnaert, Alexander
 1998
 1 p. 77-91
15 p.
 artikel
167 The development of quantitative-relational abilities from childhood to adolescence: Structure, scaling, and individual differences Demetriou, Andreas
 1991
 1 p. 19-43
25 p.
 artikel
168 The effects of different review opportunities on schematisation of knowledge Herbert, Debra M.B
 2003
 1 p. 73-92
20 p.
 artikel
169 The effects of practice schedule on learning a complex judgment task Helsdingen, Anne S.
 2011
 1 p. 126-136
11 p.
 artikel
170 The effects of training in the use of executive strategies in geometry problem solving Chinnappan, Mohan
 1996
 1 p. 1-17
17 p.
 artikel
171 The impact of invented spelling on phonemic awareness Martins, Margarida Alves
 2006
 1 p. 41-56
16 p.
 artikel
172 The mind is not a black box: Children's ideas about the writing process Scheuer, Nora
 2006
 1 p. 72-85
14 p.
 artikel
173 The precursors of writing: Graphic representation in preschool children Martlew, Margaret
 1995
 1 p. 1-19
19 p.
 artikel
174 The realistic reasons behind unrealistic solutions: the role of interpretive activity in word problem solving Inoue, Noriyuki
 2005
 1 p. 69-83
15 p.
 artikel
175 The relation between intellectual and metacognitive skills from a developmental perspective Veenman, Marcel V.J.
 2004
 1 p. 89-109
21 p.
 artikel
176 The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions Prediger, Susanne
 2008
 1 p. 3-17
15 p.
 artikel
177 The structure of research methodology competency in higher education and the role of teaching teams and course temporal distance Schweizer, Karl
 2011
 1 p. 68-76
9 p.
 artikel
178 Tools for thought: the measurement of length and area Nunes, T.
 1993
 1 p. 39-54
16 p.
 artikel
179 Using audiovisual TV interviews to create visible authors that reduce the learning gap between native and non-native language speakers Inglese, Terry
 2007
 1 p. 67-77
11 p.
 artikel
180 Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension Souvignier, Elmar
 2006
 1 p. 57-71
15 p.
 artikel
181 Using structural theory to make a word-processing manual more understandable Hagmann, Stefan
 1998
 1 p. 19-35
17 p.
 artikel
182 Volume contents 15 (2005) 2006
 1 p. x-xi
nvt p.
 artikel
183 Volume Contents (14) 2004 2005
 1 p. xix-xxi
nvt p.
 artikel
184 Volume Contents 13 (2003) 2005
 1 p. ix-xi
nvt p.
 artikel
185 What do we learn from docutainment? Processing hybrid television documentaries Glaser, Manuela
 2012
 1 p. 37-46
10 p.
 artikel
186 What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters? Chung, Kevin K.H.
 2008
 1 p. 96-108
13 p.
 artikel
187 Writing in preliterate children Gombert, Jean Emile
 1992
 1 p. 23-41
19 p.
 artikel
188 Writing learning journals: Instructional support to overcome learning-strategy deficits Hübner, Sandra
 2010
 1 p. 18-29
12 p.
 artikel
                             188 gevonden resultaten
 
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